Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

Launch

10 minutes

Opener: As students enter the room, they will immediately pick up and begin working on the opener. Please see my instructional strategy clip for how openers work in my classroom (Instructional Strategy - Process for openers). This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is mathematical practice 3.

Learning Target: After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended target is, “I can identify relationships between angles and use those relationships to solve problems. I understand can apply the triangle inequality theorem to determine if sets of side lengths can form a triangle.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

Instructional Strategy - Process for Openers

Opener

Explore

Notes:To begin the meat of the lesson, we will go over a few key ideas regarding angle and triangle relationships: rules for sides/angles, supplementary, complementary, and vertical. Students will then work with their table groups to solve 9 problems.

Sample Test Questions: I am going to present this portion of the lesson as a table challenge. Kids are SICK of doing sample test questions, but candy certainly sweetens the deal! In an effort to elicit participation from all students, we will use white boards to conduct the challenge – so each table can earn a point for every correct response. This activity does bring in mathematical practices 1, 2, 6, and 7 (MP1, MP2, MP6, MP7) as students are required to make sense of the verbiage of the sample test questions, reason abstractly to formulate equations based on known relationships, attend to precision, and make use of structure when solving equations.

Triangle and Angle Relationships Explore Narrative.wmv

Notes

Smart PDF.pdf

Smartboard.notebook

Summarize

2 minutes

Table Discussion: (Instructional Strategy - Table Discussion)Students will have a table discussion on the terms complementary, supplementary, and vertical, and one person from each table will share out. I find that students can do the work once they get past the vocabulary – so I want to make sure students have a good understand of the vocabulary embedded in this concept.